Analysis of Krashen's Affective Filter Hypothesis Analysis of Krashen's Affective Filter Hypothesis

Analysis of Krashen's Affective Filter Hypothesis

  • 期刊名字:海外英语
  • 文件大小:372kb
  • 论文作者:赵静
  • 作者单位:广东商学院华商学院
  • 更新时间:2020-12-06
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hwsy@overseaen.comISSN 1009 5039http://www .overseaen.comOverseas English 團呸圃灞Tel:+86- 551-5690811 56908 12Analysis of Krashen's Affective Filter Hypothesis赵静(广东商学院华商学院,广东广州511300)of afective variables play a very important role in Second Language Acqusition. Based on the inuroducion of afective filter bhypothesis, thispaper will analyze the significance and shortcomings of this hypothesis.Key words: Krashen's five hypotheses; afective flter hypothesis; significance and shortcomings中图分类号:H030文献标识码:A 文章 编号:1009- -5039(2011)08 -0281-031 Introductionmotivation, lttle self-confidence and high anxiety have high filterin. hence. theStephen Krashen (University of Southerm Califomnia) is anand so receive litle input and allow even less m, hence, theexpert in the field of linguistics, specializing in theories of lan-this filter. The efect of the afective filter can be ilustrated inguage acquisition and development. Actually, he is most wellthe following picture;known for his five hypotheses on Second Language Acquisition(SLA). These bypotheses are:(up)1)The Acquisition-Leaming bypothesis; 2)The Monitor hy-Input→filter →LAD- →acquired competencepothesis; 3)The Natural Order hypothesis; 4)The Input hypothesis;5)The Affective Filter hypothesis.(down)These hypothescs indeed have great influence in the field ofAffective filter can be prepared to a door, when it is closed,SLA. However, the significance of these hypotheses remains to beinput will be prevented and can not reach the LAD in the brain,questioned since they were put forward. This chapter will elabo-rate on the introduction of affective filter hypothesis.then the learner's language acquire ability will be decreased. TheDulay and Burt argued that affective factors play a role asmore it prevents, the low language acquisition ability will be. Onfilter in input as early as 1977. Based on this idea, Krashen de-the contrary, when the door is open, a large amount of input wilhat affectivebe able to go through it and reach the LAD and change into lan-veloped his afective filter hypothesis. He thought that aetiveguage acquisition ability, thus, the leamer's language acquisitionfilter is a kind of psychological obstacle which prevents a leamerfrom taking in theability will be good.2 Significance of the Affective Filter HypothesisThe Affective Flter Hypothesis captures the relationshipbetween affective variables and the process of second language2.1 Application of the atective f分ter hypothesisacquisition by positing that acquirers vary with respect to theShorly after the beginning of SLA research, Krashen putstrength or level of their Affective Filters. Those whose attitudesforward his five input hypotheses from the aspects of appearanceare not optimal for second language acquisition will not only tendof leamners' language (the Acquisition-Learming hypothesis), hap-to seek less input, but they will also have a high or strong Affec-pen of language acquisition (the Monitor hypothesis), language oftive Filter - even if they understand the message, the input willlearners (the Natural Order hypothesis), outside factors of lan-guage acquisition (the Input hypothesis) and individual differencenot reach that part of the brain responsible for language acquisi-of language learners (the Affective Filter hypothesis). These fivetion, or the language acquisition device. Those with atitudeshypotheses are quire influential and push the development ofmore conducive to second language acquisition will not only seekSLA and foreign language teaching. Krashen argued that "Com-and obtain more input, they will also have a lower or weaker fil-ter. They will be more open to the input, and it will strike "deep-prehensive input only activates LAD, and the key point of thelanguage acquisition of afective factors" (Krashen 33). He alsoer". (Krashen 31)Krashen claims that learmers with high motivation, self-con-claims that the affective filter is the basic reason why people fos-fidence, and a low level of anxiety are more inclined to be suC-silize. From this hypothesis, Krashen deduces that" our peda-cessful in second language acquisition, while learners with lowgogical goals should not only include supplying comprehensiblemotivation, self-confidence and a high level of anxiety are lessinput, but also creating a situation that encourages a low flter ...inclined to get success. In other word, these affective variablesThe input hypothesis and the concept of the Affective Filter de-fine the language teacher in a new way. The effective languagevariables can be regarded as an adjustable filter thal feely pass-teacher is someone who can provide input and help make it com-es, impedes, or blocks input necessary to acquisition. Learnersprehensible in a low anxiety situation". (Krashen 32) It chal-with high motivation, self-confdence and low anxiety have lowlenges the condition that affective factors are often neglected infilters and 8o obtain and let in plenty of input. Learmers with lowlanguage teaching and theory research; it also makes people re-收稿日期:2011-03-04修回 日期:2011-03-27中国煤化工作者简介:赵静,广东商学院华商学院外语系教师。MYHCNMHG栏目责任嫡舞:谢嫒嫒812011年8月Overseas English 海外关语there is no output entrance, how can the fler diferentiate thisbe separated from each other in English teaching, which attachespart of new input from that part of new input and then let thistoo much importance to cognitive side of language learning whilepart one go through and reach the LAD?neglecting the function of affective factors. While Krashen's hy-Krashen also claims that the affective filter is the main rea-pothesis stresses the important role of affective factors in lan-son which causes individual difference. However, is this the onlyguage learming, and challenges the situation that teachers and re-reasonable cause of individual differences? Krashen argues thatsearchers often stress cognition but neglect affective factors. Echildren can acquire language better than adults because theirmotion and cognition are two organisms during language leaming,afective filter is weaker than that of adults. Adults usually havewhich can not be separated. Affective factors play a role at leasthigh self consciousness, emotional fragility and low self image,as important as cognition, if not more important. Krashen pointswhile children are on the opposite. Furthermore, he concludesto the importance of motivation, self-confidence and anxiety. Hethat the younger the learmer is, the better he σr she will do onholds that these factors are more involved in constructing the ac-language acquisition. Actually, the age indeed is not the onlyquired system than in leaming; they are more strongly related tofactor which feets the process of language acquisition. Chineseachievement a8 measured by communicative tests than by formallinguists Shu Dingfang and Zhuang Zhixiang claim that the bestlanguage tests. All in all, this hypothesis has great influence inperiod of foreign language learming is in junior middle school, notthe field of second language acquisition and foreign languagethe younger, the better.learming. It is worthy of being researched further.Krashen indeed have not given an enough explicit explana-References:tion on how the affective filter make functions, neither given be-lievable evidence on how individual differences affect the affec-[1] Dulay,Burt,Krashen.Language Two [M].New York:Oxford Uni-tive filter. The affective filter seems to be able to explain anyversity Press,1992.condition of language acquisitin; however, the definition ofitis[2] Ellis R.The Study of Second Language Acquisition[M].Oxford:Oxford University Press,1994.inition of "Ianguage" rfered in his hypothesis. His distinctin of[3] Horwitz EForeign language classroom anxiety[J].Modem Lan-three emotional variables is also not clear. What do motivation,guage Jourmal,1986(70):125-132.self-confidence and anxiety exactly refer to? How do these vari-4] Krashen S.Principles and practice in Second Lables afect language acquisition? Krashen has given his expla-quisition[ M].Oxford:Penquisition[M].Oxford:Pergamo Press,1982.nation, but there are still something implicit.] Krashen S.Language Acquisition and Language Education[M].Alemany Press,1985.4 Conclusion[6] Oxford R Llanguage learming strategies: What every teacherThis paper brefly introduces Krashen's afectve filer hy-should know[M].New York:Newbury House Publishers,1990.pothesis, also the sigificance and shortcomnings of the hypothe-[7]吴丁蛾.外语教学与外语习得中的“输人”及“情感障碍"U.sis. From the paper, we can conclude that although Krashen's af-外语与外语教学20006).fective filter hypothesis sill has some weak points which should[8]束定芳庄智象、现代外语教学一理 论与实证研究[M]上be further researched, it indeed have an important effect on sec-海:上海外语教育出版. .ond language acquisition. Learming-cognition and emotion used to(上接第247页)的句子"My mother is a teacher, my father is a worker", 就是受表示,而英语通常通过增加词缀或通过单词本身的内部变化到了汉语思维的影响,缺少连词和过渡词,是一种负迁移。来表示。当学习者们在使用第二语言的句法结构遇到困难时,3结论他们就会使用母语的句法结构。比如,汉语中的“读书”、“写字”、“唱歌"之类的词均属于动宾词组,而英语中很多动词本综上所述,"中式英语"在语音词汇、句法和语篇上的表身已经含有宾语所要表达的意思,所以一般在句中都可以省现形式是语言迁移的产物,根本原因就是学生在学习英语的略。例如“She likes singing songs" 就是受汉语影响而成的,地道过程中受到母语干扰.硬套母语规则造成的。这就要求在汉语而言应该是“Shs singing”环境下的英语学习者,不断通过对比、归纳和分析发现英汉表此外,汉语属于不发生屈折变化的语言,因而就不存在主达差异.找出其中的规律,培养自己灵敏的语言自觉意识。同谓一致的问题。但英语中必须保持主谓一致,即在性数和人时,多接触目的语,形成一种内在的语感和语言习惯。这样,中称上的对应。但很多学生在学习过程中,往往把汉语的句法结国学生“中式英语”现象才会逐渐减少,进而习得规范、地道的构套用到英语句子中,忽略其中的差异,比如"Hecomefrom英语。New York" (正确形式应为comes)。参考文献:2.4语篇方面[1] Odlin TLanguage Transfer [M.Cambridge University Pres,思维方式的差异导致了英汉两种语言在语篇组织方面的.1989.不同,主要表现在组织方式和衔接手段两个方面。在语篇组织[2] Pinkham J.The Translators' Guide to Chinglish [M].Peking U-方面,中国学生往往借助推理阐发观点或在结尾处号召人们niversity Pes,2000.采取行动,但英美国家的人往往以自己的经历为例说明文章[3]李文中.中国英语和中国式英语[].外语教学与研究,1993(4).的主题。在语篇衔接上,作为一种形合的语言,英语段落之间、[4]孙勉志.汉语环境与英语学习(M]上海:上海外语教育出版旬子之间连接紧密,以主句为中心,用从句、短语及连接词等社2001.手段将其紧密地连成一个整体,呈树形结构。而汉语句子结构[5]俞理明.语言迁移与二语习得一回顾反思和研究 [M-. 上松散,重意不重形.句子与句子间逻辑关系不那么严谨,主要海:上海外语教育出中国煤化工通过语义手段取得语篇的连贯和衔接。比如,有学生写的这样MHCNMH G .本栏目责任编辑:劌嫒嫒:求索懼脏海盲半研究丽 283

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